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Learning Styles for Non-Traditional Students
Constructivism is a philosophy of education based on the premise that by reflecting on our own experiences we create our own understanding of the world in which we live. knowledge. I believe that this education is very important for adults to learn, because they have built knowledge from experience. Learning is content and knowledge is necessary in order to learn.
According to Funderstanding Learning Styles (2008), there are several principles of construction which are listed below:
(1) Planning: teaching should be concerned with the experiences and content that make the student interested and able to learn.
(2) The spiral organization: teaching should be done easily by the student.
(3) Go beyond the information provided: instructions should be created to facilitate expansion and/or fill in the gaps.
(4) Learning includes the language and language we use to influence learning. At the empirical level, researchers have noted that people talk to themselves when they study. At the general level, there is a collection of arguments that language and education are hopelessly intertwined.
(5) The main function of creating meaning is imagination. Physical activity and manual labor may be necessary for education, but it is not enough. We need to be given tasks that involve the heart and hands. (Dewey called this effect.)
(6) Education is social. Our learning is closely related to our relationships with others.
(7) It takes time to learn. Education is not present. For critical learning we need to revisit ideas, think about them, test them, play with them, and use them.
Constructivism calls for the elimination of formal systems; it supports the use of curriculum based on students’ prior knowledge and emphasizes hands-on problem solving. According to this theory, teachers focus on making connections between facts and encouraging new understanding in students. Teachers develop their teaching strategies based on student responses and encourage students to think critically, and rely on open-ended questions that encourage broad discussion among students. study (Hein, 1991). I believe that this study is the best way to teach non-traditional students, because they bring to the classroom a lot of knowledge and experience. They have real world experiences that anyone can learn from.
Brain-based Learning Theory is based on the structure and function of the brain, and I believe it is another good theory for adult learning. The truth is that everyone learns; However, traditional education often hinders learning by discouraging, ignoring, or punishing the brain’s learning process. The principle of brain-based learning states:
(1) The brain has the ability to perform many tasks at once;
(2) The study involves the whole physiology;
(3) Thinking is important for modeling;
(4) The brain works as a whole and part simultaneously;
(5) Learning includes both focused and peripheral perception, and both conscious and unconscious;
(6) We understand best if the truth is stored in the memory of the body; and,
(7) Learning is enhanced by competition and hindered by threats.
Gagne (1985) states that three teaching methods that are related to cognitive learning are:
(1) Orchestrated immersion – creating a learning environment that enables students to understand learning;
(2) Relax alert – try to remove the fear of the students, while maintaining a difficult environment; and
(3) Active processing – allows the learner to gather and process information through active processing.
With these three thoughts in mind, teachers should create learning environments that students like and want to learn. Students should learn in groups and use peripheral learning, and teachers should create learning about real problems that encourage students to learn in places outside the classroom. It makes sense that older students, especially non-traditional students, would learn best by using this theory. When teaching classroom management a few years ago, I used this method without realizing it. My students are non-traditional students, most of them work full-time and study at night, while some of them are single parents in addition to working full-time. In each class, we will discuss real-life problems and situations encountered in the work, and students will be put into groups to evaluate, brainstorm, and to solve problems. The knowledge and experience these students will return with is incredible. They learn best when dealing with real problems and great feedback, all because it comes from the truth and not from a boss.
Right Brain vs. Left Brain As a left-handed person, I have sometimes been at a disadvantage in the “right-handed world” and had to make an effort to conform in certain situations. The theory of “right brain vs. left brain” has always intrigued me and I have come to realize that it is not only true for hand control, but also true for many other types of thinking. The difference between the left brain and the right brain is:
Left Brain: Logical; Be consistent; Thoughts; Analysis; Purpose; Look at the site
Right brain: Random; Common sense; Holistic; Synthesizing/Subjective: See the whole
Most people have a clear preference for one of these feelings. In general, schools favor left-brain thinking (right-handed people) while minimizing right-brained students (left-handed people). Left-brain studies focus on thinking, analysis, and truth, while right-brain studies focus on beauty, imagination, and creativity. As a left-handed person, I can attest to the fact that I am right-brained!
In order to have a “whole brain” (i.e. balanced between the two types), schools must give equal weight to the arts and the skills of thinking and connecting. Teachers need to use strategies that connect both sides of the brain – for non-traditional students, this is especially important because they have a broader view of the world answer and like to see more of the whole while doing the thinking and analysis at the same time.
Robert Gagne’s Conditions of Learning Theory. Gagne distinguishes between two types of pain, internal and external. Internal factors include attention, motivation, and consciousness; external factors include factors surrounding the behavior such as the arrangement and timing of stimulus events. He developed a nine-step process called “conditions of teaching” to address the conditions of learning. They include:
(1) Receive care;
(2) Inform the learner of the purpose;
(3) Encourage memory of prior learning;
(4) Show details;
(5) Provide educational training;
(6) Improve performance (practice);
(7) Provide advice;
(8) Evaluate performance; and
(9) Strengthen retention and transfer to work (Understanding Learning Styles).
This mindset is one of the best ways to ensure quality education. Programs with “glitz and glitter” may look good, but they don’t necessarily make for good data processing. If work doesn’t happen, learning doesn’t happen, either. This is especially good for teaching skills that are important. When using this method of teaching, skills must be learned independently and must be built on previous skills. The analysis phase should identify and describe the prerequisite skills and knowledge required for individual teaching goals. Only when lower level goals are achieved can the next level be introduced. Positive reinforcement should be used repeatedly every time.
This is a great idea to use when teaching a class that involves driving skills. Designing instruction requires identifying needs, selecting media to use, and creating instructional events. The teacher should pay attention to the content of the study when designing the teaching model using this perspective and support the learners accordingly.
The above thoughts are what I believe are best for non-traditional students. In today’s information age, why do we still teach our students how to prepare them for a lifetime of assembly work? The Industrial Revolution is in the past and a distant memory. Today’s students need to learn skills that will help them in today’s business and today’s life. They must learn to make good decisions, work well with others, and share a lot of information.
As management expert Peter Drucker said, “Nothing is more effective than a good idea.” Thoughts can tell us not only what should be done, but also what can be done and the process by which it can be done. There are many theories and it is up to us, as teachers, to choose the one that will suit our students best.
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